Effects of the Blended Learning Model on Preservice Teachers' Academic Achievements and Twenty-First Century Skills

Autor/in	Sentürk, Cihad
Titel	Effects of the Blended Learning Model on Preservice Teachers' Academic Achievements and Twenty-First Century Skills
Quelle	In: Education and Information Technologies, 26 (2021) 1, S.35-48 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sentürk, Cihad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-2357
DOI	10.1007/s10639-020-10340-y
Schlagwörter	Instructional Effectiveness; Blended Learning; Preservice Teachers; Preservice Teacher Education; Academic Achievement; 21st Century Skills; Skill Development; Retention (Psychology); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Lehramtsstudiengang; Lehrerausbildung; Schulleistung; Kompetenzentwicklung; Qualifikationsentwicklung; Merkfähigkeit; Ausland; Türkei
Abstract	The purpose of this study was to examine the effects of a blended teaching-learning approach on academic achievement and twenty-first century skills of preservice teachers who took the teaching principles and methods course. The implementation was carried out over a period of ten weeks with preservice teachers who were enrolled in pedagogical training at the Faculty of Education at Karamanoglu Mehmetbey University in the 2019-2020 academic year. In the study, a semi-experimental research design with experimental and control groups was employed. Data collection tools were an academic achievement test and "multidimensional twenty-first century skills scale". Analysis revealed that there was a significant difference across the two groups' academic achievement and twenty-first century skills in favor of the experimental group. In addition, analysis of the retention test administered four weeks later showed a significant difference in favor of the experimental group. In the light of the results, the implications and future directions were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01